Welcome to The Admission Game (TAG) College Planning Blog, an ongoing discussion of the factors that impact the college planning process. This space will keep you abreast of critical planning strategies, introduce you to key resources and comment on timely issues that relate to your college planning effort. I look forward to staying in touch and seeing your comments as we progress through the college planning process together. An extensive listing of past articles as well as those written by other authors can be found in The College Planning Library, a feature of the Best College Fit Resources.
As students begin focusing on the details of their college applications, it seems many have unresolved questions regarding strategies for selecting the “right” teachers for the task of writing recommendations. Quite a few also want to know the potential benefit of securing letters from personalities outside of the school to write letters on their behalf.
First, let’s take a look at how and where letters of recommendation fit in the admission process. They are important to admission officers because they provide contextual interpretation for your academic performance. Writers share critical insight into your work habits and learning style as well as your ability to respond to challenges or setbacks. They can help explain irregularities in your academic program and/or performance and shed light into key factors that define your learning environment.
So, who should you choose to write your letters? The people best positioned to support your application are those who know you well from your recent work in the classroom. They are familiar with your intellectual abilities and academic skills. They have watched you respond to a range of challenges academically and understand your capacity and desire to learn. They are your teachers, counselors and advisors—they are your champions.
It is important to remember that teachers have vested interests in your success. Over the course of their careers, they take great satisfaction in seeing their students do well beyond high school. They truly want to see you achieve your goals. It is your job, then, to engage them in a manner that allows them to help you to find that success. Let them help you tell your story.
In approaching people for letters of support, you need to remember that, despite their daily interactions with you in class or at practice, they possess little knowledge about your life beyond. You do them a big favor by providing anecdotes and insights they can use to flesh out their letters on your behalf. I’ll talk more about this in next week’s blog.
Finally, you may find it useful to involve as recommenders people from the community who provide perspectives that validate your out-of-classroom experiences. For example, a letter from a private music teacher who attests to your diligent preparation, ability to perform under pressure, and determination to compete at a certain level will cast your private music study in more substantive light. Similarly, the coordinator of a local homeless shelter can testify to your selflessness and generosity and an employer can attest to your responsibility on the job.
Resist the temptation, however, to collect letters of recommendation from important people in the community whose sole contribution will be to say nice things about you and your family. Before asking clergy, politicians, well-connected family friends, or other prominent citizens for recommendations, ask yourself, “What is it that this person can say about me that my teachers and counselor will not already have said?” If the individual can shed personal insight into the way you approach your work, interact with others, or react to setbacks, the letter might be helpful. Otherwise, it just adds to the weight of your file.
Call me crazy, but I have decided to run a half marathon in June of 2012. It won’t be just any race. No, for my first distance running experience, I have elected to navigate 14+ miles along the pristine Alpine ridges that front Mont Blanc, the tallest mountain in western Europe.
And why would I aspire to such a foolhardy notion? After all, the length, altitude and overall ascent of this “race” (nearly one mile) pose challenges for even those who are accomplished runners.
Well, let’s see. I was active athletically as a young(er) adult—and I remain reasonably fit. I love to compete and embrace opportunities to test myself. I understand the meaning of rigorous training and am willing to commit (I think) to the regimen. Besides, the scenery is breathtaking—and wouldn’t it be exhilarating to sprint triumphantly across the finish line to spirited strains of the village brass ensemble?! Ah, what a dream ending that would be!
The bottom line: the race, or rather the course on which it will be run, represents a challenge—an obstacle to be overcome—a race to be won. Or does it?
At an earlier time in my life, I might have been tempted to look at this race as a competitive opportunity. Now, however, I need to be “real” about what lies before me. My younger brother is a marathoner who has begun preparing for “iron man” competitions as well. He’ll be in the race, too, and “competing” makes sense for him. This is his “thing” and he is committed to performing at a high level. Intellectually, I understand what he does and how he does it. And, there are times when I ponder the same possibilities for myself, that “I can do that, too…” The truth be known, my current training regimen is akin to his warm-up!
As I approach the race, then, I think I have a pretty good handle on reality. My expectation is not to win the race but to do as well as I can. I can run and I love to compete. However, failing to recognize the limitations that have befallen me due to age and a rather sedentary lifestyle would expose me to untold risks, the least of which would be coming short of the finish line. Therefore, I need to be smart about my approach to the tactical aspects (knowing when to walk, run or take a seat!) of navigating the course as well as the manner in which I train.
And, while it is easy to get swept up in the excitement of the event, not to mention the inevitable sibling rivalry, I need to manage my expectations around the reality of my performance capabilities.
The same is true of students (and their parents) in the college planning process. Just as finishing the half marathon is an assumed outcome for most of those who enter it, going to college is a reasonable assumption for students as they prepare to compete for admission. Where each contestant finishes—and how s/he feels about the outcome—though, is highly dependent on expectations. If expectations are congruent with performance capabilities (scores, courses and grades) and a realistic assessment of the variables to be encountered along the way, then the outcomes—whatever they might be—will be celebrated.
On the other hand, expectations that are allowed to run unchecked can prove calamitous if they are unmet. It is then—when students don’t get into their dream colleges—that outcomes point to failure, effort is second-guessed and self-worth takes a big hit. All of this can be avoided, however, by managing expectations through an honestly framed perspective—which brings us to the present.
The start of school marks the unofficial beginning of the college application process. Excitement abounds as the possibilities seem limitless. It is a time when the competitive playing field is most level and even the “casual runner” can dream of running at the head of the pack. Heaven knows I’d love to win the marathon or at least be the top American finisher. Okay, being the top finisher in my age group would even feel good. But I enter the race knowing my limitations and set my goals accordingly.
Be smart about your “race,” too. Know who you are—your strengths and weaknesses. Know what you have to offer and what you want to get out of your college experience. Then, set your course—and your expectations—accordingly in order to put yourself in the best position possible to achieve your goals. It is okay to dream. Go ahead and think big. As you do, however, keep one foot firmly planted on the “rock of reality.” Stay the course that makes sense for you so you are well pleased with the outcomes when you reach the “finish line.”
The college admission process is right around the corner. For many would-be college applicants, the next three months represent a critical staging period as they prepare their applications for admission. In the coming weeks I will use this space to provide guidance to students as they assemble their applications that will put them in the most competitive position possible. My objective: give them the tools and insight necessary to compete for admission at the schools that fit them best.
An important preamble to this discussion involves the question of ownership. Specifically, who is going to manage this process?
On the surface, the answer seems clear. The student should manage the process. After all, it is the student who is going to college. It is the student who will be committing to four years of new educational and social experiences. And it is the student who will be setting out on this new adventure in an environment set apart from everything that she has known thus far in life.
Yet, quite often as I watch families engage in college planning and listen to their conversations, the student’s voice is noticeably absent. While parents talk excitedly about colleges “we’ve been hearing from” and the campuses “we have visited” with the conclusion that “we’re leaning toward XYZ college,” students shrink to the background. In this “committee of we,” they have become spectators. Rather than making the things happen, they are resigned to allowing things to happen to them.
As a result, I find it enlightening—and instructive—to talk with the students without their parents present. I want to hear, in their voices, the perspective they have to give to their life experiences. It is good to hear about their joys and concerns as well as their aspirations as they contemplate an uncertain future. More importantly, it is good for them to hear their own voices on matters of such importance in their lives.
The choice of a college is intensely personal. Making that choice or, should I say, making a good choice requires the engaged involvement of the person who will be most affected. It requires reflection, careful analysis, an attention to detail and a voice that speaks of ownership—all of which will power the decision-making process. It may be tempting for parents to simply charge ahead and manage the college application process in light of the student’s relative lack of experience and/or the inevitably burdensome workload their student will encounter during the school year. When that happens, however, the student’s voice is lost.
There is something to be said, then, for a partnered approach—an approach in which students are supported as they take ownership. This might be challenging for parents who are accustomed to taking the lead all the time. On the other hand, it is a good time (and opportunity) to begin vesting responsibility in the emerging young adult. While the short-term efforts (and outcomes) may be maddeningly erratic, the long-term benefits will be undeniable. By learning to take ownership of the process, including all of the potential frustrations and disappointments, the student will also find much greater satisfaction in the successes.
Finding the student’s voice and encouraging its emergence is an underlying premise of student-centered college planning. It is at the core of my live programming and it frames my approach to the one-on-one discussions I have with students. It is my intent to empower them with insight about college admission as well as with self-awareness and confidence that will carry them through the college planning process.
To learn more about student-centered college planning, check out The College Planning Workbook in the TAG Bookstore. This interactive resource walks students through the application process with a range of hands-on exercises and includes a chart entitled “Whose Job Is It Anyway?” The fourth edition of the Workbook ($20) will be available for shipment in September. Order by August 31, however, to reserve your copy for $15.
On the surface, these questions may not seem very consequential, but they are, especially in light of the college ranking guides that hit the newsstands this month. When you consider the opportunity that lies before you, looking beyond the rankings to the importance of these questions—and being able to answer them thoughtfully—can make a big difference in the outcomes of your college planning process.
A college education is an important lifetime opportunity. Throughout your undergraduate experience, you will meet new people, prepare for a career and learn more than you could ever imagine. If you use your time well, you will also increase your lifetime earning capacity exponentially. The payoffs for education are both immediate and long-term. That’s why families are willing to make the investment.
Unfortunately, the investment can prove costly when college plans go awry. Consider the following:
Fewer than 50% of the students who enter college graduate in four years.
Barely half will graduate from any college at any time in their lives!
These are not good outcomes, either for the students or the society that bears the financial brunt of a collective failure to make good on educational opportunities. The inability to reach the “finish line” is indeed a problem of “pay me later” proportions. The ensuing costs are undeniable. When you are not able to finish what you start, your family loses the money it has put into tuition and other college expenses. Attach a dollar mark to the cost of a year’s tuition and you get the picture. The money doesn’t come back if you become sidetracked or leave college prematurely. It is the “cost of unfulfilled potential.”
Failing to stay the course to graduation from college also means you lose time toward completion of an undergraduate degree and the subsequent opportunity to gain an advantage in the job market. Even if you return to the classroom after having been away for a while or you transfer to a different school, the cost of lost opportunity can be significant. Not only must you absorb the tuition and fees associated with an additional year or so of education, you must also wait longer to take advantage of your new earning potential.
While there are all kinds of “good” reasons— personal, financial and academic—to leave college prematurely, the fact that many of them are avoidable only adds to the tragedy.
The key, then, is to get the choice of a college “right” the first time. To do that, you need to reflect on factors that relate to a good college fit for you. In doing so, you put yourself in the best position to find success both in the college admission process and the undergraduate years that follow.
With over 3,000 colleges and universities across the country, you will quickly discover many viable options. Some are well known, if not quite famous. Others will be new to you. Regardless, most have something of value to offer.
Among them, the “best college” is the one that is right for you.It is a quality option if for no other reason than it is the college that will best meet your needs. It fits. It might not hold the cachet or ranking that impresses your friends, but it does fit your aptitude and needs. The college that “fits” you best is one that will:
Offer a program of study to match your interests and needs.
Provide a style of instruction to match the way you like to learn.
Provide a level of academic rigor to match your aptitude and preparation.
Offer a community that feels like home to you.
Value you for what you do well.
As you consider colleges, start with an understanding of fit from a perspective that is centered on your sense of self. How does each college you encounter measure up against these elements of a good fit? You need be conscious of inconsistencies because they will likely become sticking points for you later on. Don’t settle for a college that only meets one or two criteria. It’s a compromise that could cost you later.
Finally, don’t be surprised if you find more than one institution that seems to fit. That’s great! Not only will you improve your odds of gaining admission to those colleges, you are more likely to stay once enrolled. And that’s a good thing!
You can find a more detailed discussion of the “best college fit” in the College Planning Workbook, which is available in the TAG Bookstore.
It’s that time of year when I receive a lot of questions from rising high school seniors as they take stock of their college application preparations. Not surprisingly, a fair number of questions focus on testing strategies—from which test(s) to take to which results should be reported. The following note received from the parent of one such student speaks to the latter.
“My daughter scored a 34 on her ACT and a 2170 on her SAT (760 math, 730 writing and 680 critical reading.) Her ACT converts to a higher SAT score (2260) so would you be inclined to send only the ACT scores for those schools who will accept either, or would you be inclined to go ahead and send both to show that she did pretty well on both “types” of tests? She has also taken 4 subject tests: 700 in literature and 730 in math this June, and 680 in chemistry and 680 in history as a sophomore.”
In responding, I pointed out that every college in the country now accepts the ACT or the SAT and acknowledged that the young woman in question has produced superb test results on both tests. While it would be wrong to assume that she will be admitted based on the strength of her scores alone, I noted that they will put her on the competitive “playing field” (for admission) at any school in the country. While these scores are not likely to be the credential that tips the scale in her favor at highly selective places, they do indicate that she would be able to do the work if admitted.
In this student’s case, submitting either or both the ACT and the SAT will be fine.
That said, I would like to make several observations. One, be careful about being too literal with regard to how an SAT might convert to an ACT and vice versa. While both test makers provide concordance tables to give you an idea as to how their scores compare, the tests themselves are quite different in terms of what they measure. As a result, you can’t make exact comparisons with regard to the diagnostic benefit of the respective tests.
Two, the need to demonstrate proficiency on both types of tests may be a bit over-rated. At the most highly selective colleges, such proficiency is both expected and rather routine.
And, three, admission officers like to be afforded a measure of flexibility when considering attractive candidates who present relatively modest scores. This is where having experience with both tests can be advantageous to the applicant. Schools that receive a preponderance of one test type over the other are regarded as dominant with regard to that test. For example, a school where most of the applicants submit the SAT is considered “SAT dominant.” While ACT results are considered in its admission process (and are usually reported on institutional profiles of entering classes), the ACT scores themselves disappear when test results are reported to ranking guides. This is because the latter only factors in results for the dominant test reported by the schools they are ranking.
So, what does this mean for you, the applicant? If you find yourself competing for admission at a college where your overall credentials are compelling but your test results are relatively modest, the fact that you submit test results from both testing services—or for the non-dominant test only—allows the admission committee to rationalize an offer of admission based on the scores from the non-dominant test. Without the scores from the non-dominant test, the committee might be wary of offering you admission for fear that your scores from the dominant test will adversely affect its testing profile.
The key, however, is to make an overall presentation that would warrant such consideration—give the admission committee a reason to want to admit you. Otherwise, it won’t matter which scores have been submitted.
It is best, then, to think of your test results, whether they are from the SAT or the ACT—or both—as credentials that help to put you on the competitive “playing field.” And know that colleges like big numbers. If you have the opportunity early in the process to sample one of each (perhaps the PSAT for the SAT and the PLAN for the ACT), do so to determine the testing format and methodology to which you respond best. If one test emerges as a favorite, then focus on preparing to do well on subsequent administrations of that test. Trying to master both will only distract you from other more important pursuits in your life.
Guest blog by Jon Reider, Director of College Counseling, San Francisco University High School, San Francisco, CA
(Reider writes in response to discussion about the suggested essay word count on the Common Application.)
Probably the most famous speech in American history, “The Gettysburg Address,” is 187 words. Would that make a good college application essay? Would you encourage Lincoln to pad it out with more examples? Historical accounts of the speech frequently remark that the preceding speaker, Edward Everett Hale, one of the great orators of the time, spoke for two hours. But nobody remembers what he said. Virgil wrote in iambic pentameter, surely a constraining challenge. Shakespeare adhered to the 14-line sonnet form. Throwing strikes is hard, I am told. Structure and discipline can just as easily produce great writing or great pitching as inhibit it. No, you don’t have to remind me that the typical high school senior is not Shakespeare or Sandy Koufax.
Good writing is succinct. Yes, Faulkner, Henry James, Dickens, Cervantes, and Fielding wrote wonderful, long books. How many of you have Henry James lined up to read this summer? Every writer is constrained by length. Every journalist has a limit on their copy. Almost every college supplement has a word limit. Some colleges want an answer of just 25, 50, 200, or 250 words. How do they decide on that boundary? Basically, they don’t want to read too much. Not necessary and not enough time. Kids manage. Brief writing is hard. Mark Twain said, “If I had more time, I would write a shorter story.”
Why is the desired standard length 500 words? Who decided that? I don’t know, but I suspect it had to do with an estimate of how many words, in normal size type, would fit on a single page, back in the days when essays were typed onto an actual piece of paper and read by someone who wanted to read just a full page and nothing more.
Now, in the electronic age, there is no such thing as an actual page, and 500 words seems arbitrary, and to some, it seems, insufficient to be fully expressive. Any number is arbitrary. There is no reason a classic sonnet HAS to be 14 lines. It just is.
I remember reading those essays, each one mind-numbingly similar to the one before. 500 words is enough to make your point and for the reader to decide if you have something to say. The University of California allows only 1000 for two essays, and I can’t remember anyone complaining that they couldn’t work within that limit. The UCAS (British application process) essay and counselor’s letter are strictly limited in length. It’s actually a relief to have a space limitation for that letter.
500 words will take some work for many kids. That might be a good thing. Not to be overly utopian, but it might be the best thing for student writing since the evolution of the opposable thumb. Students will have to choose their words carefully, delete (almost) every use of the passive voice and the words ‘very’, ‘basic’, and ‘the fact that’. Every student and adult should read Chapter Two, “Elementary Principles of Composition,” of Strunk and White’s Elements of Style, especially the section titled, “Omit Needless Words.”
The complaints about even an implied or suggested limit, which is all the Common App is doing, ignore that the essay process should encourage good writing, and good writing is, by definition, brief.
Having talked with a fair number of rising high school seniors over the last six weeks, I am coming to the conclusion that these can be the “dog days” of the college application process. This is especially true for those who have identified target schools and are beginning to grapple with their essay assignments!
If this sounds like you, the good news is you recognize the need to be thinking and acting upon your college applications in a timely manner. That recognition, however, doesn’t lessen the anxious avoidance you experience—or the nights of fitful sleep—or the extended periods of time you spend staring at an unresponsive keyboard! The words and the critical messages they convey will not materialize out of thin air. You can’t will a good essay to completion!
The following suggestions are offered, then, to help you work through the creative blues to points of clarity, if not inspiration, as you get started in the essay writing process.
Resist the temptation to buy the “best college essays” book. It will only contribute to the “paralysis by analysis” you are experiencing. The essays you will find in those books are not only well-written, but they also fit the context of someone else’s life story. Instead, focus on your own storyline.
Identify key themes and/or messages you want to convey. Are there two or three things you want to make sure the readers of your application know about you? In answering this question, go beyond the obvious. Don’t restate information that can be found elsewhere in your application. This is your opportunity to provide insight and interpretation. Coming to grips with the objective of your message will help you find the most effective form for presenting it.
Reflect on your most memorable life experiences. How have they shaped you? I know a group of students who just returned from a two-week tour of Europe. They came home with great pictures and wonderful stories. Two years from now when they begin writing their college applications, they should reflect less on where they went and what they saw—and more on how some aspect of the experience changed them.
Find the story within the story. Quite often, metaphors are effective in framing key messages in college application essays. If you have identified themes or messages to be conveyed in your application, think about vignettes or moments of revelation or clarity that speak to the bigger picture of your developing perspective. What were you feeling at the time? How did you react? What has been the impact of that experience on how you see yourself in the world?
Reveal—don’t tell. You should be getting the impression that it is best not to recite the facts of your life. Instead, take the reader between the lines to understand you, as a thinking person, better. This is your opportunity to reveal the depth and breath of your life experiences that can be found within you.
Keep a pen/pencil and paper beside your bed. You may wrack your brain all day trying to come up with clever ideas but invariably the best stuff emerges in those hazy, subconscious moments just before you drift off to sleep! If you can, push back the sleep long enough to jot down your new inspirations.
Read-a lot! Quite often, essay writers are consumed with a myopia that limits their ability to understand their place in the world in which they live. Break out of the “box” by reading news stories and editorials. Better yet, read books that make you think. Biographies can be great sources, too! I have found increasing inspiration from the life stories of people who have risen from relative obscurity to make significant contributions as thinkers and doers. Contact me if you would like some book ideas: Peter@TheAdmissionGame.com
Take advantage of the time you are giving yourself. Resist the temptation to write a college essay in a single draft. Good writing—and editing—is a process. Manage it well to your advantage!
Finally, be honest about your effort. One of the most effective collaborators on my early writing projects was my dad. He would look over an essay and hand it back to me with the simple observation, “You’re not going to hand it in that way, are you?”
While he was happy to go over things I had written with me, he wouldn’t do the thinking or writing for me. He knew that I knew I could do a better job and he was willing to help me if I was truly interested in helping myself! Help yourself, then, and don’t settle for “good enough.” Rather, invest the extra time and effort it takes to produce great results.
The calendar may say July, but it is not too early to begin thinking about—and working on—college applications. And why not?! The applications are unavoidable so what better way to occupy yourself during the “dog days” of summer than by getting a head start in the college application marathon!
The good news is that doing so is easy. Moreover, the more you are able to accomplish now, the less stress you are likely to feel after the school year starts and you begin to deal with competing agendas. The following organizational steps for getting started will make it easier to manage your application process later in the school year without taking too much of a bite out of your summer regimen.
Develop a timeline. One of the greatest points of frustration for you in the coming months will be the overwhelming sense that everything is happening at the same time. Take advantage of the opportunity you have now to create order out of the pending chaos. On a wall-calendar that shows 4-6 months at a time, list all of the important dates that relate to the application process as well as those that relate to your school and personal life (special events, homecoming, school holidays, exam schedules). The former should include deadlines for applications, testing dates, submission of scholarship and/or financial aid applications, submission of materials to your college advisor and any other self-imposed deadlines for completing your applications. In addition, make note of dates you would like to target for campus visits. You will be amazed at how having such a timeline or calendar gives you a much better sense of control going forward!
Create a spreadsheet that references key information for each of the colleges to which you are likely to apply. The spreadsheet should show requirements, fees, deadlines and any other descriptive information (size, location, cost, etc.) you think is important. Having all of this information on one form can prove to be a powerful visual aid as you make manage information and, ultimately, make critical distinctions between schools.
Establish a hard copy filing system for your application materials. While you are organizing information electronically, it also makes sense to keep a file for each college. Include in this file any notes you made from visits to the college as well as photos of the campus. The latter will help to keep the visual images of each campus sharper in your mind.
Collect applications from colleges likely to appear on your shortlist. It’s never too early to begin reviewing the forms themselves and becoming familiar with the requirements. While most applications will eventually be submitted online, print out hard copies that can be used as working documents as you assemble/record information. Keep the hard copies in the aforementioned files. Identify the colleges on your developing shortlist that use either the Common Application or the Universal Application. Each application is used by “member” colleges as its own. As a result, you could find yourself completing the Common App or the UA once and submitting it to multiple schools. Make sure you are familiar with the member lists for each application group as well as any additional filing requirements that might be articulated by the member colleges themselves.
List the essay topics required by each school. Even if you are not ready to start writing essay drafts, it is important to become familiar with the questions you will need to address. Look for common themes. Begin imagining how you could address them. Make notes about the possibilities. I will talk more about essay preparation in future blogs.
Think about the key messages that you want to convey. Theme development in the application is important. One of the biggest mistakes students make as they apply for admission is they allow their credentials to appear as a set of randomly assembled documents. Your job: eliminate the randomness that might be associated with your application. You application for admission is essentially a “personal statement.” What do you want it to say about you? How might these messages set you apart from the competition?
Develop a resume. One of the best ways to get your arms around themes and key messages is to write a resume. Don’t worry about making it look professional. Do make it complete and, as you do so, give priority to those activities/events that have been most meaningful to you. The important take-away will be the exercise itself as it will help you develop a broader sense of the talking points that need to be addressed in your application.
